Creating book trailers

PlanningPreparation
Think about the degree of autonomy that students might have. Project based learning?
Use the curriculum docs
Persuasive language see persuasive writing
Purposes

• To provide an incentive for students to read books

Introducing
Engage students’ interest in book trailers

• Show some book trailers that will interest the class.
  • Conduct a discussion about the purposes, audiences and effectiveness.
  • Use the Book trailer analysis page as the basis for discussion or have students answer the questions from the sheet.
• Outline the method the class will use to create the trailers.

• Discuss the books that students will use.
  • Decide whether the book trailers will focus on a particular genre or whether students might choose from a range of genres.
  • Consider whether picture books will be included. In fact, a focus on picture books might be an interesting way to introduce students to the visual techniques and the software.
  • Ensure that students choose reading materials that suit their ability.
  • Introduce a range of texts that suit students’ interests and reading levels.

• Discuss the intended audience and the particular features that might be included to cater for their needs.

• Form pairs or small groups that will work collaboratively on the project.

Finding out & sorting out
Investigate the structures and features of book trailers and negotiate the ways in which they will create their trailers
Reading the books

• Select the options from which students might choose to read the texts.
  • Some might like to read as a group while others might prefer to read individually at their own pace.
  • Set achievable short term goals for individuals and groups so that all students are able to complete reading requirements before beginning the project.

Learning the structures and features of book trailers

• Plan activities that familiarise the students with the different techniques used in book trailers.
  • Show several trailers at the beginning of each lesson and have students discuss the techniques that are employed.
  • Build up class charts of the structures and language features as students discover and discuss them. Include the techniques used to persuade the audience to read the texts.

• Choose a couple of trailers to deconstruct as a class.
  • Use the class charts as the basis for discussion and ask strategic questions so that students begin to understand the structures and features of book trailers.
  • Add to the class charts so that they become a comprehensive list to guide students’ work.

• Work together as a class to plan the construction of a book trailer
  • Use a think aloud approach as well as direct questioning to channel students’ thinking.
  • Use an interactive whiteboard, data projector or large sheets of paper to record the work that can then be displayed on classroom walls as a model for their own texts.
  • Decide upon the statement of position i.e. a statement that sums up the point of view or opinion that is to be communicated to the audience
  • Discuss the evidence or examples from the book that support that view.
  • Select the concluding statement – a summary, evaluation or last appeal for the audience to read the book.
  • Discuss and decide upon the persuasive techniques that will be used to encourage the intended audience to read the book.
  • Storyboard the visual sequence that will be included.
  • Plan the sound track – music, sound effects, voice over etc.
  • Discuss the effectiveness of the text as it is created. It might be useful to annotate some features so that students know how they can include them or improve upon them in their own work.

Using the software

• Demonstrate the software that students might use.
  • It might be possible for students to choose from a range of software to produce their book trailer.
  • Have students form groups of three.
  • Ask each group to demonstrate a different software program and experiment with some of the persuasive techniques that might be included in their book trailers.
  • Discuss as a class the advantages and disadvantages of each program and technique demonstrated.
  • Share possible ideas and approaches.

Constructing a rubric with the students

• Revisit some of the book trailers that students have viewed earlier.
• Ask them to compile a list of elements upon which to judge the trailers.
• If necessary, explain and add others that the students haven’t thought of. Work with the students to decide upon four degrees of success for each element.
• Build a grid that incorporates the work so far. Express the ideas in the students’ words.
• Post the rubric on a wall chart or make copies for students to paste into their books.

Notes

• Check the curriculum documents before finalising the rubric to ensure that there is sufficient evidence use for assessment.
• Student might not have sufficient knowledge about all of the aspects required to create the rubric. Explain and jointly construct the features that are needed.
• If time for the unit is short, construct a rubric for the students, explain and present it to them.

Creating book trailers

— Choose a book
— Read the book
— Analyse the book - what was good, unique, interesting, etc – list/brainstorm/mindmap
— Write a first draft – impressions, feeling, important points
— Create a storyboard
— Plan effects (transitions, sound, colouring, etc)
— Review the plan – with teachers, other students
— Create the trailer

Viewing Trailers	Book trailer analysis Choose some of these questions as prompts for your thinking, then give your own opinions about the trailer. (It is not expected that you answer all of these questions for each trailer you watch.)
Name: Date:
Purpose	Is the purpose clear? Does it encourage others to read the book? How?
Audience	Who is the intended audience? How do you know?
Images	Is it a movie, still images or a combination of both?
	What do you notice about the camera shots and angles?
	What do the images tell you about the book? How do they do this?
	What effects do the images create e.g. mood or atmosphere? How do they do this?
	What words are shown on the screen? What purpose do they serve?
Sound	What kind of music is used? What effects do the images create e.g. mood or atmosphere?
	Are voice overs used? What do you notice about the tone and emotion of the speaker(s)? How appropriate and effective are they? Give a reason.
	Are sound effects used? How appropriate and effective are they? Give a reason.
	Are there moments of silence? Is this an effective technique?

Special effects	Do you notice any special effects? Are they effective?
Editing	What is the pace of the trailer? Does it move slowly or quickly? Does the pace change? Does it hold your interest? Which editing techniques create the pace?
Statement of position	What is the main focus of the trailer? What point of view about the book does it present?
Argument	What arguments are given for people to read the book? Are they convincing?
Summary of position	How does the trailer end? Does it pack a punch?

How would you rate the effectiveness of the trailer?

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